Whether schools help or hinder creativity is a topic of vibrant, international debate. Some contend that the focus on structure, rote learning and standardised assessments associated with formal education stifles children's creativity. Others argue that creativity, much like numeracy or literacy, is a skill that can be taught, and educational…

STEM (science, technology, engineering and mathematics) is an educational approach that is now accompanied by the STEAM (STEM + Arts) variant. Both educational approaches seek to renew the scientific literacy of younger generations, and, with the inclusion of the arts, student creativity is described as a key skill that must receive special…

This article conducts a systematic review of the literature, which seeks to present opportunities and trends in fostering creativity in science and engineering. The literature review is based on four phases: to identify eligible articles, screen and classify the selected documents, analyse the content and the citations, and report the findings and…

This article provides analysis of research papers by different scholars, dedicated to topical issues of pedagogical creativity development in the educational process. The authors determined that pedagogical creativity could be considered at five levels: information-reproducing, adaptive-prognostic, innovative, research and creative-prognostic. In…

Within education, the importance of creativity is recognized as an essential 21st-century skill. Based on this premise, the first aim of this article is to provide a theoretical integration through the development of a framework based on the principles of complex dynamic systems theory, which describes and explains children's creativity. This…

The article focuses on the applications of the GENESA model (a life sized model of the geometry of a biological cell) in the enhancement of the creative processes during the stages of incubation, illumination, and verification, with emphasis primarily on the phase of incubation/imagery through potential illumination. (SBH)

The 10 rational processes (which include recalling and imagining, classifying and generalizing, comparing and evaluating, analyzing and synthesizing, and deducting and inferring) are examined from a cultural and historical perspective, with particular emphasis on the suprarational aspects of creative thinking. A three stage model for facilitating…

Creativity theory supports the conclusion that when a person recognizes the isomorphism in an analogic construct, that insight is the essentially creative act. Infraconscious mentation is more likely to produce insightful analogies than is rigorous, willful, consciously rational mentation, because infraconscious mentation, operating in the mode of…

Defines creativity by exploring the four components of creativity: person, product, process, and persistence. Illustrates the characteristics of the creative person and examines blocks to creativity. Applies the creativity concepts to music education. (RW)

Describes phases of the creative process, and historical and contemporary views of creativity, then presents a systems model of "Creativity," distinguished from the everyday creativity displayed by many people. Describes backgrounds and traits of "Creative" people, and concludes with comments on flow experience and…

Using tenets from Vedic science and quantum physics, this model of the creative process suggests that the unified field of creation is pure consciousness, and that the development of the creative process within individuals mirrors the creative process within the universe. Rational and supra-rational creative thinking techniques are also described.…

What are creative people like? There is evidence that four personality traits appear to differentiate more creative from less creative people: devotion to work, independence, drive for originality, and flexibility. Creative people do not have higher intelligence quotients (IQs) or get better school grades than others--in fact, no cognitive…

Postulates that creativity is a state of being challenged by the socialization process in Western civilization, which stifles creativity from early childhood. Explores definitions and theories of creativity, the functions of the social ego, and the different modes of being. Discusses implications for education. (Author/CR)

This paper discusses the dialectics of creativity, especially in group behavior; notes how stabilizing influences result in hard-programed behavior; outlines habits of thinking, learning, and behaving that help in developing creative potential; and presents exercises to encourage flexibility in the group creative process and counter inhibiting…

Imagery as it relates to creative imagination, incubation, and right brain activity, and as a subsystem of the General Systems approach, is discussed in terms of gifted education. Considered are the theories of G. Land (transformation theory), J. Gowan (developmental stage theory), and J. Eccles. (SBH)